Turnkey Training Manual Title I Program Managers

1
Turnkey Training ManualTitle I Program
Managers
Sponsored by the New Jersey Department of
Education
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Workshop Goals and Objectives

• To provide an overview of Title I policies
• that must be implemented in school
  districts.
• II. To enable the program manager to
  implement Title I policies at the school and
  district level and establish a calendar of key
  events for the year.
• III. To provide technical assistance and support
  to the Title I program manager
• in developing a local program design.

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Title I Program Managers Agenda

• Todays agenda will include the following
• Overview of No Child Left Behind
• Determining Title I Eligibility and On-line
  Application
• Accountability and Assessment AYP, Safe Harbor,
  Data-Driven Trend Analysis, Report Cards,
  Corrective Action
• Scientifically Based Research Programs
• Targeted Assistance and Schoolwide Programs
• Professional Development Cross-Collaboration of
  Funding Sources

Basic Program
Specific Components
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No Child Left Behind Act of 2001 (NCLB) An
Overview
Leaving No Child Behind!
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No Child Left Behind Act of 2001 (NCLB)
Historical Background

• Title I was part of President Lyndon
• Johnsons War on Poverty in 1965.
• Purpose Then
• To help economically disadvantaged children meet
  high standards
• Purpose Now
• To help economically disadvantaged children meet
  high standards

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No Child Left Behind Act of 2001 (NCLB)

• Title I represents the largest federal
  elementary and secondary education program
• Funds are distributed to 60 percent of all NJ
  districts
• Supplemental funds help schools to meet the
  needs of educationally disadvantaged students
• Funds are directed to those students who are the
  lowest- achieving or at the highest risk for
  school failure
• Increases accountability for the educational
  outcomes of all children

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No Child Left Behind Act of 2001 (NCLB) Title
I, Part ABroad Focus

• Helps disadvantaged children meet high standards
• Funds prevention and intervention programs for
  children and youth

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No Child Left Behind Act of 2001 (NCLB)

• By 2013-2014, all students will reach high
  standards, at a minimum, attaining proficiency
  or better in reading/language arts, mathematics,
  and science.
• Accountability applies for all students including
  economicallydisadvantaged, special education,
  limited English proficient, homeless, neglected,
  and delinquent.
• Accountability reported publicly with sanctions
  and rewards
• Scientifically based research practices
• ? Early childhood/Pre-K
• ? Reading by grade 3
• ? Extended day/week/year programs
• ? Focus on using data to determine needs
• ? Highly qualified staff, both professionals
  and paraprofessionals

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• A Single
• Accountability System

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• A Single Accountability System

• All Schools, All Students
• Goal 100 Proficiency
• Starting points
• AYP benchmarks
• 2005
• 2008
• 2011
• 2014 100 proficiency
• AYP Based Upon Disaggregated Student Groups
• Total students
• Race and ethnic groups
• Economically disadvantaged
• Students with disabilities
• Limited English proficient
• Other

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The No Child Left Behind Act of 2001(NCLB)

• The No Child Left Behind Act of 2001 contains
  four basic education reform principles
• Increased focus on accountability
• Increased flexibility and local control
• Expanded educational options for parents
• Focus on research-based methods and practices

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Accountability for Student Performance
Research-Based Education
NCLB Principles
Empower Parents with Options
Increased Flexibility
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• NCLB Requirements
• Accountability
• Highly Qualified Teachers
• Highly Qualified Paraprofessionals
• Parental Options
• School Choice
• Supplemental Educational Services

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Adequate Yearly Progress

• Definition of Adequate Yearly Progress (AYP)
• A method of determining the progress of student
  achievement in each school district and school.
  To measure the yearly incremental progress of
  schools in reaching 100 percent proficiency by
  the 2013-2014 school year.
• To meet AYP, each school and district must meet
  the following criteria
• 95 Participation Students as a whole and each
  student subgroup with more than 40 students must
  have a participation rate of 95 or above on
  state assessments.
• Meet or Exceed Proficiency Students as a whole
  and each student subgroup must meet the state's
  measurable AYP goals regarding the percentage of
  students scoring proficient or better on the
  state assessments.
• Secondary Measure Each school, school district,
  and the state as a whole must show progress on an
  additional measure (graduation rate for high
  school and attendance rate for elementary and
  middle schools). To make safe harbor for any
  student subgroup, the secondary measure must also
  be met.
• (In New Jersey, those schools that did not make
  state standards for two consecutive years, in
  school years
• 1998-1999 and 1999-2000, are expected to make
  incremental progress toward attaining standards
  by 2014.
• Every state is required to set AYP starting
  points based on 2001-2002 data.)

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Preliminary Starting Points for AYP
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Incremental Increases in Expectations
Test Data
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Guidelines for Assessing Students

• Students with disabilities who are moved from
  their neighborhood school to receive services at
  other schools will be included in their home
  schools accountability process
• Students with disabilities assessed
• Students with limited English proficiency
  assessed
• Students less than a year
• Results for subgroups with fewer than 40 students
  will be suppressed or excluded from the analysis

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(No Transcript)
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Safe-Harbor Students Meeting Adequate Yearly
Progress
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Data-Driven Decision-Making

• NCLB requires schools to make critical decisions
  regarding instructional and academic services
  based on data analysis. Collectively and
  interactively, data informs schools of the impact
  of current programs and processes on their
  students so decision-making can occur.
• There are four types of data outlined in the
  School Portfolio Toolkit that should be gathered,
  including
• Demographic Data Demographic data essentially
  describes the school context in regards to school
  improvement (e.g., enrollment, attendance,
  drop-out rate, ethnicity, gender, grade level).
• Perceptual Data Perceptual Data essentially
  communicates to schools about student, parent,
  and staff satisfaction with the work of the
  school (e.g., perceptions of learning
  environment, values, beliefs, attitudes, and
  observations).
• Student Learning Data Essentially, data that
  tell schools which students are succeeding
  academically and which are not (e.g.,
  standardized tests, norm/criterion-referenced
  tests, teacher observations, authentic
  assessments).
• School Process Data Provides staff with
  information about their current approaches to
  teaching and learning, programs, and the learning
  organization (e.g., school programs and
  processes).

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Accountability and AssessmentSchools Identified
in Need of Improvement

• Schools that do not make AYP for two consecutive
  years in the same content area trigger schools
  in need of improvement status and sanctions. The
  following are required
• Notify the public of status
• Receive technical assistance
• Develop an improvement plan
• Use 5 minimum and 10 maximum of funds for
  professional development
• Offer intradistrict school choice
• Offer supplemental educational services
• The sanctions include
• Intradistrict school choice
• Supplemental educational services
• Corrective action
• Restructure

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• Determining Title I Eligibility for
• Public Schools and
• Private Schools

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Determining Title I Eligibility for Public
Schools Section 1113Eligible School Attendance
Areas

• Targeting funds helps the lowest-performing
  students.
• All Title I funds must be distributed and
  accounted for.
• The proportion of economically disadvantaged
  students in a school determines the amount of
  funds that may go to a school.
• Any student enrolled in an eligible school may
  receive Title I services.

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Determining Title I EligibilityPoverty Criteria

• Free lunch
• Reduced-price lunches
• Census
• Temporary Aid to Needy Families (TANF)
• Medicaid
• Composite
• Feeder method

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Determining Title I EligibilityRank Ordering
School Attendance Areas

• Select the measure of poverty.
• Rank order attendance areas based on the
  percentage (not number) of children from
  low-income families.
• 75-percent rule
• Grade-span grouping
• 35-percent rule
• 125-percent rule

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Determining Title I Eligibility 75-Percent Rule

• Must first serve areas or schools above 75
  poverty.
• Then and only then, should schools be served
  below 75 in rank order or grade-span groupings.

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Private School InvolvementGeneral Requirements
Section 1120

• The participation of children enrolled in private
  schools
• LEA responsibilities

• General Services to Private School Children
  Provideeducational services and benefits to
  private schoolchildren after meaning
  consultation.
• Secular, Neutral, and Non-ideological
  Educational benefits must be secular, neutral
  and non-ideological.
• Equity Services must be equitable in comparison
  to services and other benefits for public school
  children.
• Expenditures Expenditures must be equitable to
  the funds allocated to participating school
  attendance areas, determined annually or
  biannually.
• Provision of Services District may provide
  services directly or through contracts (e.g.,
  public, private agencies, organizations,
  etc.).

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Private School Consultation

• Consultation
• How private school childrens needs are
  identified
• What services should be offered
• How, where, and by whom the services will be
  provided
• How the services will be academic assessed
• The size and scope of equitable services and
  proportion of funds
• The methods or data used to determine the number
  of children from low-income families who attend
  private schools
• How and when the agency will delivery services to
  private school children
• How, if the agency disagrees with the views of
  the private school officials on the provision of
  services through a contract, the LEA will
  provide in writing reasons why it has not
  selected a certain contractor
• Timing Ongoing throughout the process of
  implementation.
• Discussion Service delivery mechanism to provide
  services to private school children.
• Documentation Rrecords should be maintained for
  reporting purposes.
• Other
• Capital expense reserve
• Agostini v. Felton (1997)

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Private Schools

• The LEA must offer Title I services to eligible
  children enrolled in private elementary and
  secondary schools annually
• Services must be equitable in comparison to
  services and other benefits for participating
  public schools.
• LEAs must contact private schools in written form
  and provide consultation.

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• Comprehensive Needs Assessment
• Comprehensive needs assessments enable schools
  to identify their strengths and weaknesses, so
  they can specify priority problems and plan
  activities to help improve student achievement
  and meet state academic standards.

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• Comprehensive Needs Assessment
• Schools in Need of Improvement
• For each school in need of improvement, the needs
  assessment is supported by data and materials.
• For each school in need of improvement, priority
  problem(s) are supported by the comprehensive
  needs assessment process.

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• Comprehensive Needs Assessment
• Performance Targets
• Baseline performance is specified for each
  priority problem and is supported by the
  comprehensive needs assessment.
• For each selected problem, performance targets
  are specified for the next three years and
  supported by the comprehensive needs assessment.

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• Comprehensive Needs Assessment
• The problems selected by the LEA require an
• adequate description that identifies the
  following
• The target population
• The causes of the problem
• The identification of the data source
• The analysis of the data, areas to be measured
• The measurement tool
• The specific school targets

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• Scientifically Based Research Programs

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Scientifically Based Research Programs (SBR)

• The term scientifically based research means
  research that involves the application of
  rigorous, systematic, and objective procedures to
  obtain reliable and valid knowledge relevant to
  education activities and programs. 

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Scientifically Based Research Programs (SBR)

• The collection of data is necessary to determine
  the scientifically based programs that  will work
  to improve academic achievement.

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Scientifically Based Research Programs (SBR)

• Employ systematic, empirical methods that draw on
  observation or experiment.
• Involve rigorous data analyses that are adequate
  to test the stated hypotheses and justify the
  general conclusions drawn.
• Rely on measurements or observational methods
  that provide reliable and valid data.
• Are evaluated using experimental or
  quasi-experimental designs.
• Ensure that experimental studies are presented in
  sufficient detail and clarity to allow for
  replication and to build systematically on their
  findings.
• Have been accepted by a peer-reviewed journal or
  approved by a panel of independent experts
  through a comparable rigorous, objective, and
  scientific review.

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Scientifically Based Research Programs
(SBR)Guiding Principles of Scientific Inquiry

• Principle 1 Pose significant questions that can
  be investigated empirically
• Principle 2 Link research to theory
• Principle 3 Use methods that permit direct
  investigation of questions

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Scientifically Based Research Programs (SBR)
Guiding Principles of Scientific Inquiry

• Principle 4 Provide coherent chain of rigorous
  reasoning
• Principle 5 Replicate and generalize
• Principle 6 Transparency and scholarly debate

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Scientifically Based Research Programs
(SBR)Examples

• Comprehensive School Reform (CSR) Models
• Focus on Reading and Mathematics
• Reading First/SBRR
• Phonemic Awareness
• Phonics
• Phonemic
• Fluency
• Comprehension
• Vocabulary
• Background Motivation
• Time on task
• Before school/afterschool
• Extended school week
• Extended school year
• Highly qualified teachers

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Targeted Assistance and Schoolwide Programs
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Targeted Assistance and Schoolwide Programs

• Assessing the Needs of the
• District/School

Poverty Threshold 40
Targeted Assistance
Schoolwide
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Schoolwide Programs Criteria Under Title I
Reauthorization

• For Title I schoolwide programs, Title I, Part A
  funds are used to focus on upgrading the
  instruction of the entire school to meet the
  states Core Curriculum Content Standards.
• At least 40 percent or greater of the children
  enrolled in the school, or residing in the school
  attendance areas, must be from low-income
  families.

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Schoolwide Program ComponentsEight Components
Adopted Under Section 1114

• Comprehensive needs assessment
• Schoolwide reform strategies
• Instruction with highly qualified professionals
• Strategies to increase parental involvement
• Strategies for early childhood to elementary
  transitions
• Opportunities to include teachers in decisions
  related to assessment
• Activities to help low-performing students master
  challenging standards
• School-based professional development activities

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Targeted Assistance Schools (TAS)

• Direct services to specific students in eligible
  schools that have identified needs based on a
  state assessment and/or multiple measures.

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Targeted Assistance Schools (TAS)

• Establish entrance and exit criteria.
• From the universe of eligible children in a
  targeted assistance school, the school selects
  those children who have the greatest need for
  special assistance to receive Part A services.

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Targeted Assistance Schools (TAS)

• Section 1115 (D) NEGLECTED OR DELINQUENT CHILDREN
  - A child in a local institution for neglected or
  delinquent children and youth or attending a
  community day program for such children is
  eligible for services under this part.

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Targeted Assistance SchoolsSection 1115Eight
Program Components

• Assist students in reaching state standards
• Are based on effective means for improving
  student achievement
• Ensure appropriate planning
• Use instructional strategies effectively
• Coordinate with and support regular education
  programs
• Offer instruction by highly qualified staff
• Provide professional development
• Use strategies to increase parental involvement

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Targeted Assistance SchoolsProgram Components

• Extended learning time
• After-school models
• Saturday tutorial models
• Summer enrichment program models
• In-class support resource models
• Other service models
• Reading Recovery

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• Professional Development
• in Title I Schools

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Professional Development

• A minimum of 5 and a maximum of 10 of the
  district allocation must be allocated to
  professional development to assure all staff are
  highly qualified.
• If the school has been identified as in need of
  improvement, it must allocate 10 of its
  allocation to professional development.

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Technical AssistanceLEAs Responsibility

• For each school identified for improvement, the
  LEA is required to provide technical assistance
  as the school develops and implements the school
  plan and throughout the plans duration.
  Technical assistance should provide assistance in
  analyzing data from the state assessments
  required under NCLB section 1111(b)(3), and other
  examples of student work, to identify and address
  problems in instruction, and problems, if any, in
  implementing the following
• The parental involvement requirements (section
  1118)
• The professional development requirements
  (section 1119)
• The responsibilities of the school and LEA under
  the school plan, and identify and address
  solutions to such problems.
• Assistance in identifying and implementing
  professional development, instructional
  strategies, and methods of instruction.
• Assistance in analyzing and revising the schools
  budget.
• Note Technical assistance must be based on
  scientifically based research.

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Professional Development Requirements

• Professional Development Requirements must
  include
• Strategies that are tied to the states Core
  Curriculum Content Standards, state student
  performance standards and consistent with the
  districts needs assessment.
• Activities that effectively involve parents in
  the education of their children.
• Activities that address the needs of teachers in
  schools receiving assistance under Title I.
• Activities that incorporate teaching strategies
  in the Core Curriculum Content areas for meeting
  the needs of students from historically
  under-represented groups.

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The Paraprofessionals
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Title I ParaprofessionalsRequirements

• Effective January 8, 2002, newly hired
  paraprofessionals for targeted assistance and
  schoolwide programs must meet one of the
  following criteria
• Have an Associates Degree
• Completed two years of college coursework
• Passed a rigorous test showing the ability to
  assist with the teaching of reading, writing, and
  mathematics
• Performance/Portfolio Assessment
• (Previously hired paraprofessionals have until
  January 8, 2006)

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What Is a Paraprofessional?

• A paraprofessional is a non-certified employee
  who provides instructional support in a program
  supported with Title I, Part A funds.
• Paraprofessionals paid with Title I funds must
  meet the requirements.

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Paraprofessional Duties

• Provide one-on-one tutoring when a student is not
  being instructed by a teacher.
• Assist with classroom management.
• Provide instructional assistance in a computer
  lab.
• Conduct parental involvement activities.
• Provide support in a library/media center.
• Act as a translator.
• Provide instructional support under the direct
  supervision of a teacher.

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Paraprofessional Exemptions

• Paraprofessionals who perform any of these duties
  on a full-time basis are exempt from the
  following
• Conduct parental involvement activities
• Act as a translator
• Provide personal care services
• Assist in a library/clerical role

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Paraprofessional Funding

• A portion of Title I funds must be allocated for
  paraprofessionals to meet the new requirements.
• A portion of Title I funds must be allocated for
  paraprofessional professional development.
• A portion of Title II funding may also be used to
  meet the needs of paraprofessionals in Title I
  schools.

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Options for Meeting Requirements

• Community colleges, or two- and four- year
  colleges and universities
• Assessment
• ParaPro by ETS
• Portfolio

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• Parental Involvement

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Title I Parental Involvement

• Applicable to all Title I districts schools.
• Comprehensive and based upon parents needs.
• Benefit the greatest number of Title I parents.
• For parents who have children being served in
  Title I programs.
• One-Percent Reserve of Title I allocations over
  500,000.

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Parental Involvement State Plans

• The parental involvement practices must fulfill
  the following
• Be based on the most current research that meets
  the highest professional and technical standards
  and on effective parental involvement that
  fosters achievement to high standards for all
  children.
• Be geared toward lowering barriers to greater
  participation by parents in school planning,
  review, and improvement experienced.

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Research on Parental Involvement ProgramsWhat
the Research Says!

• The research shows the following when parents are
  involved
• Students achieve more, regardless of
  socioeconomic status, ethnic/racial background,
  or the parents education level.
• Extensive parent involvement leads to higher the
  student achievement.
• Students have higher grades and test scores,
  better attendance, and complete homework more
  consistently.
• Students exhibit more positive attitudes and
  behavior.
• Students have higher graduation rates and greater
  enrollment rates in post-secondary education.
• There are long-lasting gains for students that
  result from well-planned, inclusive, and
  comprehensive parent involvement activities.
• Educators hold higher expectations of students
  and higher opinions of those parents.

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What the Research Says! (continued)

• The research shows the following
• Student achievement for disadvantaged children
  not only improves, it can reach levels that are
  standard for middle-class children.
• Children from diverse cultural backgrounds tend
  to do better.
• Student behaviors, such as alcohol use, violence,
  and antisocial behavior, decrease as parent
  involvement increases.
• Students fall behind in academic performance if
  their parents dont participate in school events,
  establish relationships with teachers, and learn
  of what is happening in their childs school.
• The benefits of involving parents include
  significant gains at all ages and grade levels.
• Junior and senior high school students whose
  parents remain involved, make better transitions,
  maintain the quality of their work, and develop
  realistic plans for their future
• Students whose parents are not involved, on the
  other hand, are more likely to drop out of
  school.

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What the Research Says! (Continued)

• The Research shows that the most accurate
  predictor of a students achievement in school is
  not income or social status, but the extent to
  which that students family is able to
• Create a home environment that encourages
  learning.
• Communicate high, yet reasonable,
  expectations for their childrens achievement
  and future careers.
• Become involved in their childrens education
  at school and in the community.

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States are required to provide parents with an
annual State Report Card. The annual State
Report Card must be presented in an
understandable and uniform format, and in a
language that parents can understand.

• Parents and School Report Cards
• Section 1111

• New Jersey Annual Report Card
• NCLB Report Card
• http//education.state.nj.us/rc/

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Parents Right-to-Know Requirements Section 1111

• At the beginning of the school year LEAs must
  notify parents of the professional qualifications
  of their childs teachers with the following
  requirements
• Whether the teacher has met State qualifications
  and licensing criteria.
• Whether the teacher is under emergency or
  provisional status.
• Whether the teacher has a baccalaureate degree,
  certification in the discipline field and other
  pertinent education.
• Whether the child is provided services by
  paraprofessionals, and, if so, their
  qualifications.
• Notify the parent whether the child has been
  taught for four consecutive weeks by a teacher
  not highly qualified.

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Parental Notification Section 1111Language
Instruction Education Program

• LEA Requirements
• Not later than 30 days after the beginning of the
  school year, the district is required to inform
  the parent(s) of a limited English proficient
  child identified for participation in a language
  instruction educational program of the following
• The reasons for the identification of their
  child as limited English proficient and in
  need of placement in a language instruction
  educational program.
• The childs level of English proficiency, how
  such level was assessed, and the status of
  the childs academic achievement.

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School Improvement Notification Section
1116 Notice to Parents

• The state is required to publish and disseminate
  to parents and the public information on any
  corrective action the state takes through such
  means as the Internet, the media, and public
  agencies.
• The district is required to provide to parents of
  each student enrolled in an elementary school or
  secondary school identified for school
  improvement or restructuring, in an
  understandable format, the following

• An explanation of what the identification means
• How the school compares to other district
  schools in terms of academic achievement
• Reason for the identification
• Explanation of what the school is doing to
  address the problem of low achievement
• Explanation of what the district or state is
  doing to help the school address the
  achievement problem

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The Written Parental Involvement Policy Section
1118District-Level Responsibility

• District
• The written parent involvement policy must be
  developed jointly, agreed upon, and distributed
  to parents of participating children attending
  the local school receiving Title I funds.
• Local School
• The local school must also follow requirements to
  jointly develop and distribute to parents a
  written parent involvement policy, agreed upon by
  the parents. The school must make the policy
  available to the local community and update it
  periodically to meet the changing needs of
  parents and the school.
• (Developed jointly between LEA and school)

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The School-Parent CompactSection 1118(d) Shared
Responsibility for High Student Achievement

• School-Parent Compact
• As a component of a school-level parental
  involvement policy each school is required to
  develop a school-parent compact.
• The compact outlines the following
• How parents, the entire school staff, and
  students will share the responsibility for
  improved student academic achievement.
• The means by which the school and parents will
  build and develop a partnership to help
  children achieve the states high standards.

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Building Capacity for InvolvementSection
1118(e)14 Activities to Build Capacity for
Parental Involvement

• The school and district will build capacity for
  parental involvement through the following
  fourteen (14) activities. The first six are
  required the rest are at the discretion of the
  district.
• 1. Must provide assistance in understanding state
  content standards, assessments, and
  monitoring.
• 2. Must provide materials and training.
• 3. Must educate school staff with the assistance
  of parents, in the value and utility of the
  contribution of parents.
• 4. Must coordinate and integrate parent
  involvement programs.
• 5. Must ensure that information is sent to the
  parents in a format and language that
  parents can understand.
• 6. Must provide reasonable support for parental
  involvement activities as parents may
  request.
• 7. May involve parents in the development of
  training for school staff to improve the
  effectiveness of training.

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Building Capacity for InvolvementSection 1118
(e)14 Activities to Build Capacity for Parental
Involvement (Continued)

• 8. May provide necessary literacy training
  through Title I funds if the district has
  exhausted all other reasonably available sources
  of funding for this training.
• 9. May pay reasonable and necessary expenses
  (e.g., transportation, childcare cost,
  etc.).
• 10. May train parents to enhance the
  involvement of other parents.
• 11. May arrange school meetings and in-home
  conferences with parents who are unable to
  attend conferences at school.
• 12. May adopt and implement model approaches to
  improving parental involvement.
• 13. May establish a district-wide parent
  advisory council.
• 14. May develop appropriate roles for
  community-based organizations and
  businesses in parent involvement activities.

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Parental Involvement ReviewSection 1118(h)

• The state is required to review the LEAs
  parental involvement policies and practices to
  determine if the policies and practies meet the
  requirements of section 1118.
• Compliance Review
• NCLB Subgrant Application
• Program Monitoring

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Parental Involvement ResourcesWeb Site Resources

• Especially For Parents Web site
• http//www.ed.gov/parents/landing.jhtml
• NCLB Parents Guide
• http//www.ed.gov/parents/academic/involve/nclbgui
  de/parentsguide.pdf
• Ten Facts Parents Should Know About NCLB
• http//www.ed.gov/nclb/overview/tenfacts/tenfacts-
  nclb.pdf
• 14 Activities to Build Capacity for Parental
  Involvement
• http//www.nj.gov/njded/title1/program/14activitie
  s.shtml
• Statewide Parent Advocacy Network
• http//www.spannj.org/

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School Choice and Supplemental Educational
Services
78
NCLB provides parents of children enrolled
in schools that receive Title I funding and that
are identified for school improvement the
opportunity to transfer their children to a
school that has not been so identified.
School Choice Section 1116 Definition
79
School Choice

• All students in a school in need of improvement
  are eligible
• Priority
• Lowest achieving
• Low income
• Parents must
• Be notified before the beginning of school
• Given a reasonable time to request transfer

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Supplemental Educational ServicesSection 1116

• Definition
• The term supplemental educational services refers
  to tutoring and other supplemental academic
  enrichment services that are in addition to
  instruction provided during the school day. They
  must meet the following criteria
• 1. High quality
• 2. Research based
• 3. Specifically designed to increase the
  academic achievement of eligible children on
  the academic assessments required under
  section 1111 and state standards

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Procedure for Selecting Eligible Students

• All students enrolled in a Title I school in need
  of improvement are eligible for school choice.
• If it is not possible to offer school choice to
  all students requesting it, then priority must be
  given to the lowest achieving, low-income
  students.
• Federal government acknowledges transportation
  limitations
• Federal government does not acknowledge school
  capacity limitations

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States ResponsibilitiesSection 1116Role of
NJDOE

• Identify schools that must offer supplemental
  educational services
• Approve supplemental educational services
  providers
• Establish eligibility criteria for providers
• Approve providers
• Update list annually
• Monitor and evaluate

83
LEAs Responsibilities Section 1116 Role of the
District

• The most critical amendment under NCLB requires
  LEAs to provide the opportunity for students to
  transfer to another school if they are enrolled
  in Title I schools that have been identified for
  (1) school improvement, (2) corrective action, or
  (3) restructuring (both in the planning year for
  restructuring and in any implementation years).
• They also must do the following
• Notify eligible parents
• Provide a list of state approved providers
• Help eligible parents make decisions
• Contract with the providers
• Monitor student progress and the provider
  services

84
Supplemental Educational Services Section
1116Providers

• The term provider means a nonprofit entity, a
  for-profit entity, or an LEA that meets the
  following criteria
• Has a demonstrated record of effectiveness in
  increasing student academic achievement.
• Is capable of providing supplemental educational
  services that are consistent with the
  instructional program of the LEA and the
  academic standards described under section 1111.
• Is financially sound.

85
Supplemental Educational ServicesSection
1116Role of Providers

• Providers must agree to comply with the
  following
• Individual student plan
• Core Curriculum Content Standards and local
  curriculum alignment
• Monthly reports
• End of the year report

86
Supplemental Educational ServicesPer-Pupil
Spending Limit

• The statute specifies that the per-pupil cost
  limit for supplemental educational services is
  the lesser of the following
• The districts per-pupil allocation (Title I
  allocation divided by the census poverty
  figure)
• The actual cost of services
• (The NJDOE notifies districts of their
  per-pupil amounts. )

87
Choice and Supplemental Educational Services
Funding Reserves

• Districts must reserve funds from their Title I
  allocation for public school choice and
  supplemental educational services
• The total district allocation
• Twenty percent

88

• Title I Program Managers Checklist

89
Title I Program Managers Checklist

• Board Policy
• Maintenance of effort
• Comparability (includes districtwide salary
  schedules, equivalence policy among staff and
  materials
• Supplement vs. supplant
• Parent involvement

• Board Approval
• To apply for funds (Title I, carry-over)
• To accept funds
• Staff funded under the grant
• Approval of extra duty staff

90
Title I Program Managers Checklist
Documentation

• Consultation with parents and staff
• Notification to private schools
• Consultation with private school representatives
• Participant list
• Staff schedules
• Parent/school compacts
• Parent involvement policy
• Time/activity sheets
• (Prorations must be noted)

• Equipment inventory
• Professional development activities
• Poverty data documentation
• Needs assessment data
• Fiscal records (P.O.s, Title I paid staff, etc.)
• Title I staff time activity sheets
• Evaluation (data analyses)
• Parents Right-To-Know
• School choice notification
• SES notification

91
Title I Program Managers Checklist
Documentation

• Reports
• Comparability report once every 2 years
• Performance report (annually)
• Demographic data (race, ethnicity, gender)
• Staffing
• Subgrant reports for Title I
• Final report/carry-over application

92
AttestationSection 1119

• The principal of each school operating programs
  under sections 1114 and 1115 shall attest
  annually in writing in a language that parents
  can understand as to compliance with this
  section.
• These attestations, or Assurances and
  Certifications, include compliance with parental
  notification requirements.
• Academic assessment results
• Choice options
• Parent involvement policy
• Qualifications of teachers

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• Web Site Information
• http//www.nj.gov.njded/Title1/

94
Web Site Resources

• NJ Department of Education
• http//www.nj.gov/njded/title1/
• http//www.nj.gov/njded/grants/nclb/
• US Department of Education Guidance
• http//www.ed.gov/print/programs/title1parta/legi
  slation.html
• NCLB Consolidated Subgrant Reference Manual
  http//www.nj.gov/njded/grants/entitlement/nclb/n
  clbrefman.pdf
• New Jersey Professional Education Port
• httpwww.njpep.org/

95

• Steps to follow to obtain information on Title I
  program requirements
• NJDOE County Education Offices
• NJDOE Regional Offices
• NJDOE Title I Program Staff
• Mentor with a similar district

96

• Appendix

97
Characteristics of Effective Schoolwide
ProgramsU.S. Department of Education

• Six Components
• Step 1 - Establish a Planning Team
• Step 2 - Conduct a Comprehensive Needs Assessment
• Step 3 - Clarify Needs and Find Research-Based
  Strategies
• Step 4 Set Schoolwide Program Goals
• Step 5 - Write the Schoolwide Plan
• Step 6 - Finalize the Schoolwide Plan
• Resource Implementing Schoolwide Programs An
  Idea Book on Planning
• http//www.ed.gov/pubs/Idea_Planning/index.html

98

• Scenarios

99

• US Department of Education
• Non-regulatory Guidance
• Targeted Assistance
• Schoolwide Programs
• Parental Involvement
• Public School Choice
• Supplemental Educational Services
• Paraprofessionals
• Private School Children
• LEA and School Improvement
• Web site address http//www.nj.gov/njded/title1/l
  eg/

100

• New Jersey DOE Guidance
• The Office of Title I Program Planning and
  Accountability on the Web site at
• http//www.nj.gov/njded/title1/program/